Synthesis of Music and Education: Analyzing the Effectiveness of Lo-Fi and Slowed-Reverb Lyrical Music on Reading Comprehension
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Abstract
The central aim of this quasi-experimental study was to examine the effectiveness of Lo-Fi (low-fidelity) and slowed-reverb lyrical music in enhancing the reading comprehension of college students at the University of Mindanao, Davao City, Philippines. The study involved 30 participants, divided equally into one control group and two experimental groups. Reading comprehension was measured using a standardized pretest–posttest design. Data were analyzed using descriptive statistics, t-tests, Kruskal–Wallis, and Wilcoxon signed-rank tests. Results indicated that while all groups began with comparable reading comprehension levels, only the group exposed to Lo-Fi instrumental music showed a statistically significant improvement. The control group exhibited minimal gains, whereas the slowed-reverb lyrical music group showed no significant improvement. The study highlights pedagogical implications and limitations concerning the integration of music in educational settings.
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